Journal of Research and Development in Education, v12 n2 p79-95 Win 1979

The author presents intelligence and learning as theoretically and empirically separate concepts. Examining Spearman's "g" factor and the evolution, phylogeny and psychometrics of intelligence, he concludes that "g" is of dominant importance in scholastic learning. He notes some implications for equal educational opportunity. Within a theme issue on intelligence. (SJL)